Module 1 My life.Unit 3 Trouble! 教学设计

1教学目标
用具体、明确、可操作的行为语言,描述本课的知识、技能、能力、方法、情感、态度、价值观等方面的教学目标。
Objectives:
By
the
end
of
the
session,
most
students
will
be
better
able
to
acquire
the
required
information.
This
will
be
achieved
by:
1.
Knowledge
Objectives:
1)
Be
able
to
master
the
pronunciation,
meaning
and
spelling
of
the
names
of
diseases:
fever,
sore
throat,
sore
back;
stomachache,
headache,
toothache,
cold,
cough;
2)
Be
able
to
learn
the
expressions
of
giving
advice:
lie
down
and
rest,
drink
hot
tea
with
honey,
see
a
dentist,
take
this
medicine;
3)
Be
able
to
talk
about
health
problems
by
using
“What’s
the
matter
I
have
a…”
and
give
advice
by
using
“You
should…You
shouldn’t…”
2.
Ability
Objectives:
1)
Be
able
to
talk
about
one’s
health
problems
and
give
advice
fluently;
2)
Be
able
to
role
play
doctor
and
patient;
3.
Moral
Objectives:
1)
Improve
the
cooperative
spirit
through
pair
work
and
role
playing
2)
Care
more
about
yourself
and
your
family
members’
health.
2学情分析
(1)分析学生的学习起点,可能遇到的困难和问题及其依据
(2)确定促进学生有效学习,解决困难的思路和策略。
八年级是学习英语的关键时期,这个阶段的学生活泼、好奇心和求知欲望强。比如像本课所涉及的有关健康的话题是他们之前从未接触过的,因此,他们渴望用英语来表达。另外,八年级学生的心理特点反映在学习英语的能力上,他们模仿和记忆的能力特别强。学生的发音器官很灵敏,耳朵辨音的能力强,口舌也能灵活准确地模仿各种发音。八年级学生的记忆以具体形象记忆为主,并习惯于机械性记忆初中生理解和分析语言的能力相对来说较弱。在知识积累方面,学生已经掌握了一定的词汇和句型,对语言学习的热情也逐步增加。他们更感兴趣的是如何用英语来表述与现实生活息息相关的话题并寻求合理的解决办法。本课通过表述身体的各种不适和谈论个人健康问题,使学生学会关心自身及他人身体健康并且能提出一些建议,同时让学生了解“a
healthy
lifestyle”的重要性。但是由于学生年龄和生活经验的限制,在谈论如何给合适的建议时,会遇到一定的困难。因此,在教学过程中,利用图片、肢体语言,给予学生直观的感受,并灵活运用绷带和白大褂等教具,创设真实的情境。除此之外,教师要给学生适时而恰当的鼓励。学生在课堂上的发言,教师都要尽力加以表扬,鼓励,多运用积极的鼓励性语言,如“Believe
yourself
!”,“Good”,
“Well
done!”等。对于学生在口语练习中出现的错误,不必有错就纠,有错必纠,使学生产生“跃跃欲试”的冲动,享受成功的喜悦。
3重点难点
由于本节课的话题是谈论健康,根据教学大纲的要求,学生需掌握有关疾病的单词,并能针对疾病提出合理的建议。因此本节课教学重点设置如下:
The
teaching
Focus
1.
Master
the
names
of
diseases:
fever,
sore
throat,
sore
back;
stomachache,
headache,
toothache,
cold,
cough;
2.
Master
the
expressions
of
giving
advice:
lie
down
and
rest,
drink
hot
tea
with
honey,
see
a
dentist,
take
this
medicine;
3.Talk
about
health
problems
by
using
“What’s
the
matter
I
have
a…”and
give
advice
by
using
“You
should…
You
shouldn’t…”
本节课的内容是之前学生没有接触过的,因此他们没有一定的知识储备。让他们在45分钟内掌握较多单词的发音及意思有一定的难度。另外,由于八年级学生年龄和生活经验的限制,在谈论如何给合适的建议时,会遇到一定的困难。因此本节课的教学难点设置如下:
The
Teaching
Difficulties
1.
Students
may
find
it
difficult
to
remember
all
the
target
new
words
in
the
class;
2.
Students
may
find
it
difficult
to
give
appropriate
advice
to
the
certain
disease
because
of
their
limited
life
experience.
4教学过程
4.1
第一学时
4.1.1教学活动
活动1【讲授】教学
这是教学设计的主体部分。分几个环节具体说明教学活动的安排,包括学生学习活动、教师指导活动、师生交互活动。应采用文字叙述加点评的格式,不要采用表格或流程图的形式。
Step1
Warming
up
Greet
Ss
by
asking
them:
How
are
you
today
Then
I’ll
tell
Ss
that
I’m
not
feeling
well
today
(Write
the
sentence
on
the
blackboard
and
guide
Ss
to
read
it.)
and
get
Ss
to
guess
the
reason
freely.
If
Ss
can’t
get
the
answer,
I’ll
tell
them
that
I
didn’t
have
a
good
sleep
last
night.
So
I
have
a
headache.
(I
say
this
by
doing
a
gesture)
设计说明:通过师生间的问候,拉近彼此的距离,使学生快速融入英语课堂。要求学生猜测老师身体不适的原因,从而激发学生的背景知识,并为之后的知识输入做好铺垫。
Step2:
Presentation
of
words
about
diseases
1.
Show
Ss
a
bandage
and
tell
them
there
is
something
wrong
in
the
place
where
the
bandage
lies.
Then
get
Ss
to
guess
the
health
problems.
When
I
do
an
action,
ask
Ss:
“What’s
the
matter ”(write
it
on
the
blackboard)
For
example,
when
I
put
the
bandage
on
the
stomach,
ask
Ss:
“What’s
the
matter
with
me ”
Help
Ss
say:
“I’m
not
feeling
well.
I
have
a
stomachache.”
Then
teach
the
other
target
words:
fever,
sore
throat,
toothache,
sore
back
in
the
following
way:
Put
the
bandage
on
the
other
part
of
body
and
get
students
to
ask:
What’s
the
matter
Then
get
other
Ss
to
guess
the
problem.
2.
Use
body
language
to
guide
Ss
to
guess
another
two
names
of
diseases:
cold,
cough.
3.
Show
Ss
pictures
of
diseases
half
hidden,
and
get
Ss
to
guess
the
names
of
diseases:
fever,
sore
throat,
toothache,
sore
back,
cold,
cough.
设计说明:老师在课堂上出示医疗用具-绷带,能充分唤起学生的好奇心,使其积极地参与到教学活动中。通过绷带所绑的不同位置和肢体语言,自然地引出有关疾病的单词。这种教学单词的方式简单而且直观,更易被学生接受。八年级学生喜欢猜测的活动,所以,运用半遮图片可以让学生巩固所学的单词。
Step3:
Pair
work
Put
the
bandage
on
the
part
of
a
student’s
body
and
ask:
“What’s
matter ”
and
guide
him
to
use
the
pattern:
I’m
not
feeling
well.
I
have
a…
Then
ask
Ss
to
work
in
pairs
and
talk
about
health
problems
by
using
the
bandage
given
and
using
the
target
language:
What’s
the
matter
I’m
not
feeling
well.
I
have
a
…
设计说明:八年级学生的表演欲望强,所以,在结对活动中,为每一小组提供绷带,这样可以激发学生的参与性,扩大参与面,使更多的学生开口说英语。
Step4
Presentation
of
expressions
of
giving
advice
1.
Tell
Ss
that
I
have
a
cold/cough,
ask
them:
What
should
I
do
Ss
may
give
different
answers,
collect
their
answers
and
help
them
to
use:
You
should/shouldn’t
do…
Then
show
some
pictures
of
other
diseases
mentioned
before
and
ask
them
to
give
advice
to
eachproblem
by
using
target
language:
You
should/shouldn’t
do…设计说明:向学生展现有关疾病的图片,这样不仅可以帮助学生复习新知,而且还可以自然
地引入新的话题—针对疾病给建议。然后,通过在男女间开展说疾病给建议的配对游戏,激发学生的参与热情,并巩固句型。同时,使学生增长相关常识,加强健康意识。
Step5
Making
a
conversation
Show
Ss
the
picture
in
Section
A
3a,
ask
them
to
look
at
the
picture,
and
suppose
they
are
the
doctor,
what
they
will
ask
the
patient.
Collect
Ss’
answers
and
lead
in
the
sentence:
When
did
it
start
Show
the
sample
dialogue
and
ask
Ss
to
complete
it
according
to
the
picture
orally.
A:
What’s
the
matter
with
you
B:
I’m
not
feeling
well.
I
have
a
_______.
A:
When
did
it
start
B:
About______
ago.
A:
Oh,
that’s
too
bad.
/
I’m
sorry
to
hear
that.
You
should/shouldn’t
________
and
you
should/shouldn’t
________...
B:
Yes,
I
think
so.
A:
_________________.
B:
Thank
you,
doctor.
设计说明:通过教材中的图片复习目标语言。另外,通过让学生自由讨论,扩充医生与病人的对话,这样使英语对话更加完整,更加贴近实际,也为下一步骤的角色扮演活动降低了难点,做了充分的铺垫,使学生感到有话可说。
Step6
Role
playing
Ask
Ss
to
make
a
four
-people
group,
one
of
them
is
a
doctor,
the
other
three
are
patients.
Ask
the
Ss
to
role
play
the
dialogue
above.
Then
ask
several
groups
to
perform
before
the
class
by
using
some
tools:
bandage,
a
uniform,
a
stethoscope.
Ask
other
Ss
to
select
the
best
doctor
and
the
best
patient.
设计说明:这一活动是对目标语言的进一步运用。通过医生和病人的角色扮演,营造出真实的情境,这样可以有效的提高学生对英语口语表达的兴趣。